K to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 1Republic of the PhilippinesDepartment of EducationDepEd Complex, Meralco AvenuePasig CityK to 12 Curriculum GuideSCIENCE(Kindergarten to Grade 10)April 25, 2013K to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 2CONCEPTUAL FRAMEWORKScience education aims to develop scientific literacy among students that will prepare them to be informed and participative citizens who are able tomake judgments and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the civic,personal, social, economic, and the values and ethical aspects of life. The science curriculum promotes a strong link between science and technology,including indigenous technology, keeping our countrys cultural uniqueness and peculiarities intact.Whether or not students pursue careers that involve science and technology, the K to 12 science curriculum will provide students with a repertoire ofcompetencies important in the world of work and in a knowledge-based society. The K to 12 science curriculum envisions the development of scientifically,technologically, and environmentally literate and productive members of society who manifest skills as critical problem solvers, responsible stewards of nature,innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learningscience: understanding and applying scientific knowledge in local setting as well as global, context whenever possible, performing scientific processes andskills, and developing and demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches:multi/interdisciplinary approach, sciencetechnology society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. Theapproaches are based on sound educational pedagogy namely: constructivism, social cognition learning model, learning style theory, and Gestalt psychology.Science content and science processes are intertwined in the K to 12 curriculum. Without the content, learners will have difficulty utilizing scienceprocess skills since these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arousestudents curiosity motivates them to learn and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on,and hearts-on activities will be used to develop students interest and let them become active learners.As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations.Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level toanother (spiral progression), thus paving the way to deeper understanding of a few concepts. These concepts and skills are integrated rather than discipline-based, stressing the connections across science topics and other disciplines as well as applications of concepts and thinking skills to real life.K to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 3The Conceptual Framework of Science EducationDeveloping andDemonstrating ScientificAttitudes and ValuesK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 4CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)The learner demonstrates understanding of basic science concepts, applies science process skills, and exhibits scientific attitudes and values tosolve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people,and make informed and unbiased decisions about social issues that involve science and technology. This understanding will lead to learnersmanifestation of respect for life and the environment, bearing in mind that Earth is our ONLY HOME.KEY STAGE STANDARDS: (STANDARD FOR SCIENCE LEARNING AREA FOR K-3, 4-6, 7-10 AND 11-12)K 34 67 1011-12At the end of Grade 3, theAt the end of Grade 6, the learnersAt the end of Grade 10, the learnerAt the end of Grade 12, the learnerlearners should haveshould have developed the essential should have developed scientific,should have gained skills inacquired healthful habitsskills of scientific inquiry designingtechnological and environmental literacyobtaining scientific andand developed curiositysimple investigations, usingso that they will not be isolated from thetechnological information fromabout self and theirappropriate procedure, materialssociety where they live, will not bevaried sources about global issuesenvironment using basicand tools to gather evidence,overwhelmed by change, and can makethat have impact on the country.process skills of observing,observing patterns, determiningrational choices on issues confrontingThey should have acquiredcommunicating, comparing, relationships,drawing conclusionsthem. Having been exposed to scientificscientific attitudes that will allowclassifying, measuring,based on evidence, andinvestigations related to real-life, theythem to innovate and/or createinferring and predicting.communicating ideas in varied waysshould recognize that the central featureproducts useful to the communityThis curiosity will helpto make meaning of theof an investigation is that if one variable isor country. They should be able tolearners value science asobservations and/or changes thatchanged (while controlling all others), theprocess information to get relevantan important tool in helpingoccur in the environment. Theeffect of the change on another variabledata for a problem at hand. Inthem continue to explorecontent and skills learned will becan be measured. The context of theaddition, learners should havetheir natural and physicalapplied to maintain good health,investigation can be problems at the localmade plans related to theirenvironment.ensure the protection andor national level to allow them tointerests and expertise, consideringimprovement of the environment,communicate with students in other partsthe needs of their community andand practice safety measures.of the Philippines or even from otherthe country to pursue eithercountries using appropriate technology.employment, entrepreneurship, orhigher education.K to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 5Grade/LevelGrade Level StandardsKConcepts and skills in the kindergarten curriculum are taught thematically so that it is not necessary to identify specific science ideas.Grade 1To be finalized by the designated TWG for Grades 1 and 2Grade 2To be finalized by the designated TWG for Grades 1 and 2Grade 3At the end of Grade 3, learners are able to describe the functions of the different parts of the body and things that make up theirsurroundings --- rocks and soil, plants and animals, the Sun, Moon and stars. They have learned that things may be solid, liquid or gaswhile others may give off light, heat and sound. They have observed changes in the conditions of their surroundings. These would leadlearners to become more curious about their surroundings, appreciate nature, and practice health and safety measures.Learners can investigate changes in the properties of materials when these are subjected to different conditions. They are able toidentify materials that do not decay and use this knowledge to help minimize waste at home, school, and in the community.They are able to describe the functions of the different internal parts of the body in order to practice ways to maintain good health. Theyare able to classify plants and animals according to where they live and observe interactions among living things and their environment.They can infer that plants and animals have traits that help them survive in their environment.Grade 4Learners can investigate the effects of push or pull on the size, shape, and movement of an object.Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They learnedabout what makes up weather and apply their knowledge of weather conditions in making decisions for the day. They can infer theimportance of the Sun to life on Earth.K to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 6Grade/LevelGrade Level StandardsAfter investigating, learners can decide whether materials are safe and useful based on their properties. They can infer that newmaterials may form when there are changes in properties.Learners have developed healthful and hygienic practices related to the reproductive system after describing changes that accompanypuberty. They can compare different modes of reproduction among plant and animal groups and conduct an investigation onGrade 5pollination. They can help in the preservation of estuaries and intertidal zones.Learners recognize that different materials react differently with heat, light, and sound. They can relate these abilities of materials totheir specific uses.Learners describe the changes that earth materials undergo. They can make emergency plans with their families in preparation fortyphoons. They can observe patterns in the natural events by observing the appearance of the Moon.Grade 6Learners recognize that when mixed together, materials may not form new ones thus these materials may be recovered using differentseparation techniques. They can prepare useful mixtures such as food, drinks and herbal medicines.Learners understand how the different organ systems of the human body work together. They classify plants based on reproductivestructures, and animals based on the presence or lack of backbone. They can design and conduct an investigation on plantpropagation. They can describe larger ecosystems such as rainforests, coral reefs, and mangrove swamps.Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light, sound, electricity,and motion studied earlier are forms of energy and these undergo transformation.Learners can describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur. Theycan infer that the weather follows a pattern in the course of a year. They have learned about the solar system, with emphasis on themotions of the Earth as prerequisite to the study of seasons in another grade level.Learners distinguish mixtures from substances through semi-guided investigations. They realize the importance of fair testing whendoing investigations.After studying how organ systems work together in plants and animals in the lower grades, learners can use a microscope whenGrade 7observing very small organisms and structures. They recognize that living things are organized into different levels: cells, tissues,organs, organ systems, and organisms. These organisms comprise populations and communities which interact with nonliving things inecosystems.K to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 7Grade/LevelGrade Level StandardsLearners can describe the motion of objects in terms of distance and speed and represent this in tables, graphs, charts, and equations.They can describe how various forms of energy travel through different media.Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain theoccurrence of breezes, monsoons, and ITCZ and how these weather systems affect people. They explain why the seasons change anddemonstrate how eclipses occur.Grade 8Learners have investigated the effects of some factors on the motion of an object based on the Laws of Motion. They can differentiatethe concept of work as used in science and in laymans language. They know the factors that affect the transfer of energy such astemperature difference and the type (solid, liquid, or gas) of the medium.Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. Theyrecognize other members of the solar system.Learners explain the behavior of matter in terms of the particles it is made of. They recognize that ingredients in food and medicalproducts are made up of these particles and are absorbed by the body in the form of ions.Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have dealt deeper into the processof digestion studied in the lower grades giving emphasis on proper nutrition for overall wellness. They can participate in activities thatprotect and conserve economically important species used for food.Grade 9After learning about the digestive system, learners have expanded their knowledge to a deeper understanding of the respiratory andcirculatory systems to promote overall health. They are familiar with some technologies that introduce desired traits in economicallyimportant plants and animals.Learners explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compoundsmay arise from such rearrangements.Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes maybe tapped for human use. They are familiar with climatic phenomena that occur on a global scale. They can explain why certainconstellations can be seen only at certain times of the year.Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy andmomentum.K to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 8Grade/LevelGrade Level StandardsLearners realize that volcanoes and earthquakes occur in the same places in the world and that these are related to plate boundaries.They can demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions.Learners explain the factors that affect the balance and stability of an object to enable them to practice appropriate positions andmovements to achieve efficiency and safety such as in sports and dancing. They can analyze situations where energy is harnessed forhuman use whereby heat is released affecting the physical and biological components of the environment.Grade 10Learners have completed the study of the entire organism with their deeper study of the excretory and reproductive systems. They canexplain in greater detail how genetic information is passed from parents to offspring and how diversity of species increases theprobability of adaptation and survival in changing environments.Learners explain the importance of controlling the conditions under which a chemical reaction occurs. They recognize that cells andtissues of the human body are made up of water, a few kinds of ions, and biomolecules. These biomolecules may also be found in thefood they eat.Grade 11To be finalized by the designated TWG for Grades 11 and 12Grade 12To be finalized by the designated TWG for Grades 11 and 12K to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 9PROPOSED Sequence of Domain/Strands per QuarterG3G4G5G6G7G8G9G101st QuarterMatterMatterMatterMatterMatterForce, Motion& EnergyLiving Thingsand TheirEnvironmentEarth &SpaceLiving Things2nd Quarterand TheirEnvironmentLiving Thingsand TheirEnvironmentLiving Thingsand TheirEnvironmentLiving Thingsand TheirEnvironmentLiving ThingsEnvironmentand TheirEarth & SpaceMatterForce, Motion& Energy3rd QuarterForce, Motion &EnergyForce, Motion& EnergyForce, Motion& EnergyForce, Motion &EnergyForce, Motion& EnergyMatterEarth &SpaceLiving Thingsand TheirEnvironmentLiving Things4th QuarterEarth & SpaceEarth & SpaceEarth & SpaceEarth & SpaceEarth & Spaceand TheirEnvironmentForce, Motion& EnergyMatterK to 12Curriculum Guide Science version April 25, 2013Page 10Grade 3Grade 4Grade 5Grade 6PROPERTIESWhen students observe differentobjects & materials, they becomeaware of their different characteristics,such as shape, weight, definiteness ofvolume and ease of flow. Using thesecharacteristics, these objects andmaterials can be grouped into solids,Aside from being grouped intosolids, liquids, and gases, materialsmay also be grouped according totheir ability to absorb water, abilityto float or sink, and whether theydecay or not.After learning how to read andinterpret product labels, studentscan decide whether these materialsare harmful. They can also describeways in which they can use theirknowledge of solids and liquids inmaking useful materials andIn Grade 4, the students have observedthe changes when mixing a solid in aliquid or a liquid in another liquid.From these investigations, studentscan now describe the appearance ofmixtures as uniform or non-uniformand classify them as homogeneous orliquids and gases.products.heterogeneous mixtures.CHANGES MATERIALS UNDERGOUsing the characteristics observedamong solids, liquids, and gases,solid turns into liquid, solid into gas,liquid into gas, and liquid into solid, asaffected by temperature.Changes in the characteristics ofsolid materials can be observedpressed, and cut.After investigating the changes incharacteristics of materials due totemperature in Grade 3, studentscan now inquire about changesobserved when a solid is mixed witha liquid or when a liquid is mixedwith another liquid.Students learn that some changes inthe characteristics of a product suchas food or medicine may affect itsquality. One way of finding out is byreading and interpreting productlabels. This information helps themdecide when these products becomeharmful.In Grade 4, students investigatedchanges in materials that take placechanging the size, shape, volume, ortemperature. In Grade 5, theyinvestigate changes that take placeunder the following conditions:presence or lack of oxygen, andapplying heat. They learn that someof these conditions can result in anew product. Knowing theseconditions enable them to apply the5R method (recycling, reducing,reusing, recovering and repairing) athome and in school.Based on the characteristics of thecomponents of a heterogeneousstudents investigate ways in whichwhen these are bent, hammered,at certain conditions, such asmixture, students investigate ways ofseparating these components from themixture. They will infer that thecharacteristics of each of thecomponents remain the same evenwhen the component is part of themixture.K to 12 ScienceSpiraling of Concepts about Matter Grade 3 Grade 6K to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 11Grade 7Grade 8Grade 9Grade 10PROPERTIES AND STRUCTUREIn Grade 6, students learned how todistinguish homogenous fromheterogeneous mixtures. In Grade 7,students investigate properties ofsolutions which are homogeneousmixtures. They learn how to expressconcentrations of solutions qualitativelyand quantitatively. They distinguishmixtures from substances based on aset of properties.Students begin to do guided and semi-guided investigations, making sure thatthe experiment they are conducting is afair test.Using models, students learn thatmatter is made up of particles, thesmallest of which is the atom. Theseparticles are too small to be seenthrough a microscope. Theproperties of materials that theyhave observed in earlier grades cannow be explained by the type ofparticles involved and the attractionbetween these particles.Using their understanding of atomicstructure learned in Grade 8, studentsdescribe how atoms can form units calledmolecules. They also learn how ions areformed. Further, they explain how atomsform bonds (ionic and covalent) with otheratoms by the transfer or sharing ofelectrons.They also learn that the forces that holdmetals together are caused by theattraction between flowing electrons andthe positively charged metal ions.Students explain how covalent bonding incarbon forms a wide variety of carboncompounds.Recognizing that matter consists of anparticles, counting these particles is notpractical. So, students are introduced tothe unit, mole.Students investigate how gases behave indifferent conditions based on their knowledgeof the motion of and distances between gasparticles. Students, then, confirm whethertheir explanations are consistent with theKinetic Molecular Theory. They also learn therelationships between volume, temperature,and pressure using established gas laws.In Grade 9, students learned that the bondingcharacteristics of carbon result in theformation of large variety of compounds. InGrade 10, they learn more about thesecompounds which includes biomolecules suchas carbohydrates, lipids, proteins and nucleicacids. Further, they will recognize that thestructure of these compounds are repeatingunits which are made up of a limited numberof elements, such as carbon, hydrogen, oxygenextremely large number of very smalland nitrogen.CHANGES MATERIALS UNDERGOStudents recognize that materials combine invarious ways and through different processes,contributing to the wide variety of materials.Given this diversity of materials, they recognizethe importance of a classification system. Theybecome familiar with elements andcompounds, metals and non-metals, acids andbases.Further, students demonstrate thathomogeneous mixtures can be separated usingvarious techniques.Students learn that particles are always inmotion. They can now explain that thechanges from solid to liquid, solid to gas,liquid to solid, and liquid to gas, involvechanges in the motion of and relativedistances between the particles, as well asthe attraction between them.They also recognize that the same particlesare involved when these changes occur. Ineffect, no new substances are formed.Students explain how newcompounds are formed in terms ofthe rearrangement of particles.They also recognize that a widevariety of useful compounds mayarise from such rearrangements.In Grade 9, students described how particlesrearrange to form new substances. In Grade 10,they learn that the rearrangement of particleshappen when substances undergo chemicalreaction. They further explain that when thisrearrangement happens, the total number ofatoms and total mass of newly formedsubstances remain the same. This is the Law ofConservation of Mass. Applying the Law ofConservation of Mass, students learn to balancechemical equations and solve simple mole-mole,mole-mass and mass-mass problems.Spiraling of Concepts about Matter Grade 7 - Grade 10K to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 12Grade 3Grade 4Grade 5Grade 6PARTS AND FUNCTIONnonliving things.living things that distinguish them fromthey live.They also learn about some characteristics ofplants and animals survive in places whereand plants.Students learn about the different parts ofIn Grade 4, the students are introduced toAfter learning in Grade 4 how the majorIn Grade 6, students describe the interactionsliving things focusing on the more familiarthe major organs of the human body.organs of the human body work together,among parts of the major organ systems ofexternal parts.the students now focus on thethe human body and among the differentThey also learn about parts that helpreproductive systems of humans, animals,organ systems of representative organisms.HEREDITY: INHERITANCE AND VARIATIONenvironment at certain stages in their lifeThey are also introduced to the sexual andcycles.asexual modes of reproduction.Students learn that living things reproduce andStudents learn that humans, animals, andStudents learn how flowering plants andStudents learn how non-flowering plantscertain traits are passed on to their offspring.plants go through life cycles. Somesome non-flowering plants reproduce.(spore-bearing and cone-bearing plants,inherited traits may be affected by theferns, and mosses) reproduce.BIODIVERSITY AND EVOLUTIONDifferent kinds of living things are found inStudents learn that animals and plants liveStudents learn that reproductiveThey learn that plants and animals sharedifferent places.in specific habitats.structures serve as one of the bases forcommon characteristics which serve as basesclassifying living things.for their classification.ECOSYSTEMSStudents learn that living things depend on theirStudents learn that beneficial and harmfulStudents are introduced to interactionsStudents are introduced to more complexenvironment for food, air, and water to survive.interactions occur among living things andamong components of larger habitatsinteractions among components of habitatstheir environment as they obtain their basicsuch as estuaries and intertidal zones andwith the highest species diversity such asneeds.the conditions that enable certaintropical rainforests, coral reefs, andorganisms to live.mangrove swamps.Spiraling of Concepts about Living Things and Their Environment Grade 3 - Grade 6K to 12 SciencK to 12Curriculum Guide Science version April 25, 2013Page 13Grade 7Grade 8Grade 9Grade 10PARTS AND FUNCTIONIn Grade 7, students are introduced to thelevels of organization in the human body andother organisms. They learn that organismsconsist of cells, most of which are groupedIn Grade 8, students learn how the body breaksdown food into forms that can be absorbedthrough the digestive system and transported tocells.needed by cells to release the energy stored infood.They also learn that dissolved wastes areremoved through the urinary system; solidwastes are eliminated through the excretorysystem.Students learn the coordinated functionsof the digestive, respiratory, andcirculatory systems.functions.the respiratory system. This provides the oxygenbloodstream and combine with oxygenthat was taken in through the respiratorysystem. Together, they are transported tothe cells where oxygen is used to releasethe stored energy.Students learn that organisms have feedbackmechanisms which are coordinated by thenervous and endocrine systems. Thesemechanisms help the organisms maintaininto organ systems that perform specializedStudents learn that gases are exchanged throughThey also learn that nutrients enter thehomeostasis to reproduce and survive.HEREDITY:INHERITANCE AND VARIATIONAfter learning how flowering and non-floweringplants reproduce, Grade 7 students learn thatasexual reproduction results in geneticallyidentical offspring whereas sexual reproductiongives rise to variation.Students learn the process of cell divisionby mitosis and meiosis. They understandthat meiosis is an early step in sexualreproduction that leads to variation.Students learn the structure of genes andchromosomes, and the functions theyperform in the transmission of traits fromparents to offspring.Students are introduced to the structure of the DNAmolecule and its function.They also learn that changes that take place in sex cellsare inherited while changes in body cells are notpassed on.BIODIVERSITY AND EVOLUTIONStudents learn that the cells in similar tissuesand organs in other animals are similar to thosein human beings but differ somewhat from cellsfound in plants.Students learn that species refers to a group oforganisms that can mate with one another toproduce fertile offspring. They learn thatbiodiversity is the collective variety of species livingin an ecosystem. This serves as an introduction toStudents learn that most species that haveonce existed are now extinct. Speciesbecome extinct when the environmentchanges and they fail to adapt.Students revisit the mechanisms involved in theinheritance of traits and the changes that result fromthese mechanisms. Students explain how naturalselection has produced a succession of diverse newspecies. Variation increases the chance of living thingsthe topic on hierarchical taxonomic system.to survive in a changing environment.ECOSYSTEMSStudents learn that interactions occur among thedifferent levels of organization in ecosystems.Organisms of the same kind interact with each other toform populations; populations interact with otherStudents learn how energy is transformedand how materials are cycled inecosystems.Students learn how plants capture energy from theSun and store energy in sugar molecules(photosynthesis). This stored energy is used bycells during cellular respiration. These twoStudents investigate the impact of human activitiesand other organisms on ecosystems.They learn how biodiversity influences the stability ofpopulations to form communities.processes are related to each other.ecosystems.Spiraling eof Concepts about Living Things and Their Environment Grade 7 Grade 10K to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 14Grade 3Grade 4Grade 5Grade 6FORCE AND MOTIONmagnets can exert force on someobjects and may cause changes intheir movements.Students observe and explore howStudents now learn that if force isThis time, students begin toAside from the identified causesthings around them move and canapplied on an object, its motion,accurately measure the amountof motion in Grade 3, such asbe moved. They also identify thingssize, or shape can be changed.of change in the movement of anpeople, animals, wind, and water,in their environment that can causeThey will further understand thatobject in terms of its distancestudents also learn about gravitychanges in the movement of objects.these changes depend on thetravelled and time of travel usingand friction as other causes oramount of force applied on itappropriate tools.factors that affect the movement(qualitative). They also learn thatof objects.ENERGYNote: Electricity is not included inGrade 4 because the concept offlow of charges is difficult tounderstand at this grade level.circuits).They learn about the relationshipbetween electricity and magnetismby constructing an electromagnet.They also learn about the effects oflight, heat, sound, and electricity onpeople.Students observe and identifyStudents learn that light, heat, andThis time, students explore howAt this grade level, students aredifferent sources of light, heat,sound travel from the source. Theydifferent objects interact with light,introduced to the concept ofsound, and electricity in theirperform simple activities thatheat, sound, and electricity (e.g.,energy. They learn that energyenvironment and their uses indemonstrate how they travel usingidentifying poor and goodexists in different forms, such aseveryday life.various objects.conductors of electricity using simplelight, heat, sound and electricity,and it can be transformed fromone form to another. Theydemonstrate how energy istransferred using simplemachines.Spiraling of Concepts about Force, Motion, and Energy Grade 3 - Grade 6K to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 15Grade 7Grade 8Grade 9Grade 10FORCE AND MOTIONrepresenting (using motion diagrams,charts, and graphs) the motion ofobjects in one dimension.(or do not move) the way they do (asdescribed in Grade 7). They also realizethat if force is applied on a body, workcan be done and may cause a change inthe energy of the body.From motion in one dimension in the previousgrades, they learn about motion in twodimensions using projectile motion as anexample.From a simple understanding ofThis time, students learn about theTo deepen their understanding of motion,From learning the basics ofmotion, students learn more scientificconcept of force and its relationship tostudents use the Law of Conservation offorces in Grade 8, studentsways of describing (in terms ofmotion. They use Newtons Laws ofMomentum to further explain the motion ofextend their understanding ofdistance, speed, and acceleration) andMotion to explain why objects moveobjects.forces by describing howbalanced and unbalancedforces, either by solids orliquids, affect the movement,balance, and stability of objects.ENERGYthrough waves, heat travels throughmoving or vibrating particles, andelectrical energy travels throughmoving charges.changes in temperature, amount ofcurrent, and speed of sound to thechanges in energy of the particlesenvironments such as waterfalls. They furtherdescribe the transformation of energy thattakes place in hydroelectric power plants.Students also learn about the relationshipIn Grade 5, they learned about thebetween heat and work and apply this conceptdifferent modes of heat transfer. Thisto explain how geothermal power plantstime, they explain these modes inoperate.terms of the movement of particles.After they have learned how electricity isgenerated in power plants, students furtherdevelop their understanding of transmission ofelectricity from power stations to homes.This time students recognize thatStudents learn that transferred energyStudents explain how conservation ofStudents learn more about thedifferent forms of energy travel inmay cause changes in the properties ofmechanical energy is applied in someproperties of light as applied indifferent wayslight and sound travelthe object. They relate the observablestructures such as roller coasters and in naturaloptical instruments.Students also use the concept ofmoving charges and magneticfields in explaining the principlebehind generators and motors.Spiraling of Concepts about Force, Motion, and Energy Grade 7 - Grade 10K to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 16Grade 3Grade 4Grade 5Grade 6GEOLOGYof water in daily activities and describeways of using water wisely.Students will describe whatAfter familiarizing themselves with theIn this grade level, students will learn that ourStudents will learn that aside from weathering andmakes up their environment,general landscape, students will investigatesurroundings do not stay the same forever. Forerosion, there are other processes that may alter thebeginning with the landformstwo components of the physicalexample, rocks undergo weathering and soil is carriedsurface of the Earth: earthquakes and volcanic eruptions.and bodies of water found inenvironment in more detail: soil and water.away by erosion. Students will infer that the surface ofOnly the effects of earthquakes and volcanic eruptionstheir community,They will classify soils in their communitythe Earths changes with the passage of time.are taken up in this grade level, not their causes (whichusing simple criteria. They will identify thewill be tackled in Grades 8 and 9). Students will alsodifferent sources of water in thegather and report data on earthquakes and volcaniccommunity. They will infer the importanceeruptions in their community or region.METEOROLOGYchart...the different types of localAfter making simple descriptions about theStudents will learn that the weather does not stay theAfter learning how to measure the different componentsweather,weather in the previous grade, studentssame the whole year round. Weather disturbances suchof weather in Grades 4 and 5, students will now collectwill now measure the components ofas typhoons may occur. Students will describe theweather data in the span of a school year. Students willweather using simple instruments. Theyeffects of typhoons on the community and the changesinterpret the data and identify the weather patterns inwill also identify trends in a simple weatherin the weather before, during, and after a typhoon.their community.ASTRONOMY..and the natural objects thatAfter describing the natural objects that areAfter learning about the Sun, students will nowIn Grade 6, students will turn their attention to Earth asthey see in the sky.seen in the sky, students will now focus onfamiliarize themselves with the Moon and the stars.another natural object in space (in addition to the Sun,the main source of heat and light on Earth:They will describe the changes in the appearance of theMoon, and stars). Students will learn about the motionsthe Sun, its role in plant growth andMoon and discover that the changes are cyclical, andof the Earth: rotation and revolution. Students will alsodevelopment, and its effect on thethat the cycle is related to the length of a month.compare the different members that make up the Solaractivities of humans and other animals.Students will identify star patterns that can be seenSystem and construct models to help them visualize theirduring certain times of the year.relative sizes and distances.Spiraling of Concepts about Earth and Space Grade 3 - Grade 6K to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 17Grade 7Grade 8Grade 9Grade 10GEOLOGYStudents will learn how to locateAs a result of being located along the Ring of Fire, theBeing located along the Ring of Fire, theUsing maps, students will discover thatplaces using a coordinate system.Philippines is prone to earthquakes. Using models,Philippines is home to many volcanoes. Usingvolcanoes, earthquake epicenters, andThey will discover that our countrysstudents will explain how quakes are generated bymodels, students will explain what happensmountain ranges are not randomlylocation near the equator and alongfaults. They will try to identify faults in the communitywhen volcanoes erupt. They will describe thescattered in different places but arethe Ring of Fire influences whatand differentiate active faults from inactive ones.different types of volcanoes and differentiatelocated in the same areas. This will lead tomakes up the Philippine environmentactive volcanoes from inactive ones. They willan appreciation of plate tectonics, a(e.g. natural resources, climate).also explain how energy from volcanoes maytheory that binds many geologicbe tapped for human use.processes, such as volcanism andearthquakes, together.METEOROLOGYlandmasses.Students will explain the occurrenceBeing located beside the Pacific Ocean, the PhilippinesIn this grade level, students will distinguishNote: The theory of plate tectonics is theof atmospheric phenomena (breezes,is prone to typhoons. In Grade 5, the effects ofweather from climate. They will explain howsole topic in Earth and Space in Grade 10.monsoons, ITCZ) that are commonlytyphoons were tackled. Here, students will explaindifferent factors affect the climate of an area.This is because the theory binds many ofexperienced in the country as a resulthow typhoons develop, how typhoons are affected byThey will also be introduced to climaticthe topics in previous grade levels andof the Philippines location withlandforms and bodies of water, and why typhoonsphenomena that occur over a wide area (Elmore time is needed to explorerespect to the equator, andfollow certain paths as they move within theNio and global warming).connections and deepen studentssurrounding bodies of water andPhilippine Area of Responsibility.understanding.ASTRONOMYUsing models, students will explain thatthe motions of the Earth and the Moon.comets, and other members of the Solar System.Students will explain the occurrence ofStudents will complete their survey of the SolarStudents will now leave the Solar System andthe seasons and eclipses as a result ofSystem by describing the characteristics of asteroids,learn about the stars beyond. They will infer thecharacteristics of stars based on thecharacteristics of the Sun. Using models, studentsbecause the Earth revolves around thewill show that constellations move in the courseSun, the seasons change, and becauseof a night because of Earths rotation whilethe Moon revolves around the Earth,different constellations are observed in theeclipses sometimes occur.course of a year because of the Earthsrevolution.Spiraling of Concepts about Earth and Space Grade 7 - Grade 10K to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 18Grade 3 MatterFIRST QUARTER/FIRST GRADING PERIODContentContent StandardsPerformance StandardsLearning Competenciesshape and volume, and ease offlowPropertiesThe LearnerThe LearnerThe Learner Characteristics of solids, liquids demonstrates ways of sorting describes ways of proper use and classifies objects and& gasesmaterials and describing them ashandling of common solids andmaterials as solids, liquidssolid, liquid or gas based onliquids found at home and schooland gases based on theirproperties such as having definitecharacteristicsliquids or vice versa Changes in Materials demonstrates understanding of the construct a device/practice ways investigates changes ineffects of temperature on materialsthat can control temperature tosolids and liquids whenprevent solids from changing totemperature changesGrade 3 Living Things and Their EnvironmentSECOND QUARTER/SECOND GRADING PERIODContentContent StandardsPerformance StandardsLearning Competenciesparts and functions of the senseorgans of the human body Humans demonstrates understanding on thepractices healthful habits toprotect and keep the sense organsof the human body healthyParts and Functions of Living Things The LearnerThe LearnerThe Learner identifies the sense organs ofthe human body describes the parts andfunctions of the sense organsof the human body communicates healthfulpractices to protect the senseorgans using multimedia/non-multimedia resources Animalsdemonstrates understanding of the practices safety measures of identifies and describesparts of animals and their functionshandling animalsanimals in the environmentand the importance of animals to practices proper ways of taking identifies the parts andhumanscare of animalsfunctions of animals groups or classifies animalsK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 19according to body parts anduse states the importance ofanimals to humans Plants demonstrates understanding of the demonstrates proper care of identifies the parts of plantsexternal parts of plants and theirplants used for food, and sourcesand their functionsfunctionsof materials and other by-products describes the parts ofdifferent kinds of plants states the importance ofplants to humansnonliving things Characteristics of Living Things demonstrates understanding of the makes a collage of living and compares living with nonlivingcharacteristics of living andnonliving livingsthings- PlantsHeredity: Inheritance and Variation demonstrates understanding thatmakes a checklist of certain infers that living thingsparents reproduce and certaincharacteristics they inherited fromreproduce Characteristics passed on fromcharacteristics are passed on toeither their father or mother identifies characteristicsparentstheir offspringpassed on to offspring from- Humansparents (e.g., humans,- Animalsanimals, plants)Ecosystems- Basic Needs demonstrates understanding that lists down activities which they can identifies the basic needs ofplants, animals, and humans haveperform at home, in school, or inhumans, plants and animalsbasic needs such as food, air,their neighborhood to keep thesuch as air, food, water, andwater and shelter that come fromenvironment cleanshelterthe environment explains how living thingsdepend on the environmentto meet their basic needs recognizes that there is aneed to protect andconserve the environmentK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 20Grade 3 Force and MotionTHIRD QUARTER/THIRD GRADING PERIODContentContent StandardsPerformance StandardsLearning CompetenciesThe LearnerThe LearnerThe Learner Moving Objects demonstrates understanding of describes when an object has describes the position of a- Reference pointmotionmovedperson or an object in relation- Indicators of motionto a reference point (e.g.,chair, door, another person) identifies things that can makeobjects move (e.g. people,water, wind, magnets) compares and contrasts themovements of objects (e.g.faster/slower,forward/backward,stretching/compressing) Sources and Uses of Light and demonstrates understanding of the practices safe and wise use of observes sources of light andSound, Heat and Electricitysources and uses of light, sound,light, sound, heat and electricity insound, heat and electricityheat and electricitydaily life identifies different uses oflight, sound, heat andelectricityGrade 3 Earth and SpaceFOURTH QUARTER/FOURTH GRADING PERIODContentContent StandardsPerformance StandardsLearning CompetenciesThe LearnerThe LearnerThe Learner The Surroundings demonstrates understanding of the participates in taking care of his/her observes the surroundings at- Peopleimportance of things found in thesurroundingshome, in school, in the- Animalssurroundingscommunity, in the locality- Plants(town, city, province)- Lakes, Rivers, Streams, Hills relates the importance of theand Mountainssurroundings to people andother living things Weather demonstrates understanding of the decides safety and precautionary describes the changes in the- Types and effects of weather intypes and effects of weather asmeasures in different types ofweather over a period of timethe communitythey relate to daily activities, healthweather communicates how different- Safety and precautionaryand safetytypes of weather affectmeasuresactivities in the communityK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 21Grade 4 MatterFIRST QUARTER/FIRST GRADING PERIODContentContent StandardsPerformance StandardsLearning Competencies Importance of interpretingproduct labelsbased on their properties practices proper disposal ofwastesPropertiesThe LearnerThe LearnerThe Learner Properties used to group and demonstrates understanding of safely handles and stores classifies materials based onstore materialsgrouping different materialsproperly-labeled productsthese properties:-Absorb water-Float or sink-Decaying or nondecaying investigates the effects ofdecaying materials to health andsafety Changes that Materials demonstrates understanding of practices ways that prevent describes changes in materialsUndergochanges materials undergo whenchanges which may havewhen they are bent, pressed,- Changes that are usefulexposed to certain conditionsharmful effects on the immediatehammered, cut- Changes that are harmfulenvironment and living conducts investigation to showorganismschanges in properties ofmaterials when exposed tocertain conditions such astemperature changes or whenmixed with other materials describes the properties of waterthat make it safe for drinking Natural Objects Seen in the Sky demonstrates understanding of plans activities that he/she can do describes the natural objects- During daytimenatural objects seen in the skyduring day and night that makethat are seen in the sky during- During nighttimeduring daytime and nighttime andhim/her healthy and useful todaytime and nighttimehow these affect the activities ofhis/her family and/or community communicates how thepeople and the communitynatural objects in the skyaffect daily activities practices precautionarymeasures to avoid the harmfuleffects of the Suns heat andlightK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 22Grade 4 Living Things and Their EnvironmentSECOND QUARTER/SECOND GRADING PERIODContentContent StandardsPerformance StandardsLearning CompetenciesParts and FunctionsThe LearnerThe LearnerThe Learner Humans demonstrates understanding that practices healthful habits to describes the functions of the- Major organs of the bodythe brain, heart, lungs, liver,maintain proper functioning ofmajor organs- Caring for the major organsstomach, intestines, kidneys,the major internal organs of the communicates that the major- Diseases that affect the majorbones, and muscles are majorbodyorgans work together to makeorgans of the human bodyinternal organs that keep the restthe body function properlyof the body working identifies the causes andtreatment of diseases of themajor organsbody parts of animals relate totheir movements and habitats Animals demonstrates understanding that makes a survey of animals found infers that body structures help- Terrestrial animalsanimals have body parts thatin the community and theiranimals adapt and survive in- Aquatic animalsmake them better adapted tospecific habitatstheir particular habitatspecific habitats chooses which animals to raise compares body movements of demonstrates understanding thatin a particular habitatanimals in their habitat Plants demonstrates understanding that makes a survey of plants found identifies the specialized- Terrestrial plantsplants have parts that make themin the community and theirstructures of terrestrial and- Aquatic plantsbetter adapted in specificspecific habitatsaquatic plantshabitats chooses which plants to grow in conducts investigation on thea particular habitatspecialized structures of plantsgiven varying environmentalconditions: light water,temperature and soil typein the environmentthings are vulnerable to changespractices)Heredity: Inheritance and Variation demonstrates understanding that draw the life cycle of a living compares the stages of the Life Cyclesdifferent organisms go throughthing and indicate the stage thatdifferent life cycles of organisms- Humans, Animals and Plantslife cycles (e.g., human, dog,is most affected by changes in describes the effect of themongo)the environment (e.g., the larvalenvironment on the stages of the demonstrates understanding thatstage of mosquitoes is mostlife cycle of representativecertain stages in the life of livingvulnerable to biocontrolorganismsK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 23Ecosystems demonstrates understanding that makes a list of beneficial and describes some types of- Beneficial interactionsbeneficial and harmfulharmful interactions amongbeneficial interactions among- Harmful interactionsinteractions occur among livingorganisms that occur in theirliving thingsthings and their environment asschoolyard describes some types of harmfulthey meet their basic needs to draws a poster showing theinteractions among living thingssurviveenvironmental conditions needed conducts investigations toby living things to thrive (e.g., ricedetermine environmentalgrown in paddy fields whereconditions needed by livingsunlight and rainfall are adequatethings to survivethroughout the planting season) describes the effects ofinteractions and theirenvironmentGrade 4 Force and MotionTHIRD QUARTER/THIRD GRADING PERIODContentContent StandardsPerformance StandardsLearning CompetenciesThe LearnerThe LearnerThe Learner Effects of Force on Objects demonstrates understanding of practices safety measures in conducts a simple investigation- What force can doforce and its effects onphysical activities and properto find out what force can do to- Measuring forcemovement, size, and shape ofhandling of materialsmaterials- Applications of forcematerials explores the strength of the demonstrates understanding ofmagnet at differentthe properties of magnetslocations/distances around it investigates how magnetsinteract with other magnets Light, Heat and Sound demonstrates understanding of protects oneself from exposure investigates- Properties of light, heat andthe propagation of light, heat andto excessive light, heat andproperties/characteristics of light,soundsoundsoundheat and sound demonstrates understanding of demonstrates how heat is- Heat transferthe properties/characteristics oftransferred by conduction,light and soundconvection and radiationK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 24Grade 4 Earth and SpaceFOURTH QUARTER/FOURTH GRADING PERIODContentContent StandardsPerformance StandardsLearning Competencies- Suitability of soil to plantgrowth and development(presence of humus)water (sand, silt and clay)and developmentThe LearnerThe LearnerThe Learner Soil demonstrates understanding of investigates which soil type is compares and contrasts the- Types of soil according to sizethe different types of soil and howsuitable for particular types ofcharacteristics of different typesof particles and ability to holdthe soil type affects plant growthplantsof soil Water in the Environment demonstrates understanding of demonstrates wise use of water identifies the different sources of- Sources of water (spring,the different sources of waterin different situationswater in the communitylakes, seas, rivers, streams,suitable for human consumption investigates which sources ofwaterfalls and dams)water in your community are- Importance of watersuitable for human consumption- Wise use of water describes the importance of the- Water cyclewater cycle to life on Earth Weather demonstrates the understanding plans activities that he/she can uses weather instruments to- What makes up the weatherof weather and changes overdo in different kinds of weathermeasure the different weather- Instruments to measure thetimecomponentsweather components record in a chart the weather- Weather chartconditions over a period of time- Safety precautions identify safety precautions duringdifferent weather conditions The Sun demonstrates understanding of practices precautionary observes changes in the- Importance of the Sunbeneficial and harmful effects ofmeasures to avoid harmfulsurroundings as the position of- Harmful effects ofthe Suneffects of the Sunthe Sun changesoverexposure to the Sun describes the role of the Sun in- Safety precautionsthe water cycleK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 25Grade 5 MatterFIRST QUARTER/FIRST GRADING PERIODContentContent StandardsPerformance StandardsLearning CompetenciesPropertiesThe LearnerThe LearnerThe Learner Properties used to minimize demonstrates understanding of practices segregation techniques applies the 5Rs (recycle, reduce,wasteproperties of materials toin order to create useful andreuse, recover and repair) indetermine their aesthetic andvaluable products fromwaste managementeconomic usesrecyclable materials communicates the importance ofthe 5Rs relative to aesthetic andeconomic values Changes that Materials demonstrates understanding that practice ways that prevent investigates changes thatUndergomaterials undergo changes atchanges which may havehappen in materials under the- Evidence of Changecertain conditions resulting to aharmful effects on the immediatefollowing conditions:new productenvironment and living- presence or lack of oxygenorganisms- application of heatGrade 5 Living Things and Their EnvironmentSECOND QUARTER/SECOND GRADING PERIODContentContent StandardsPerformance StandardsLearning Competencies HumansParts and FunctionsThe LearnerThe LearnerThe Learner demonstrates understanding of reports on proper ways of taking identifies the parts of theThe reproductive systemthe parts that make up thecare of the reproductive organsreproductive systemDevelopment of secondaryreproductive system and their describes the functions of thesex characteristicsfunctionsparts of the reproductive systemMenstrual cycle demonstrates understanding of describes the changes that occurthe development of secondaryduring puberty such as thesex characteristics duringdevelopment of secondary sexpubertycharacteristics demonstrates understanding of explains the menstrual cycle andthe events in the menstrual cyclehow it indicates readiness forreproduction Animals demonstrates understanding of makes a poster comparing the identifies the parts of the- Parts and functions of thehow animals reproduce to ensureadvantages and disadvantagesreproductive system ofreproductive systemtheir survivalof reproductive strategies ofrepresentative animals usingK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 26- Modes of reproductionanimals such as few offspringposterswith parental care and large describes the functions of thenumber of offspring with minimalparts of the reproductive systemor no parental care describes the different modes ofreproduction of animals compares the number of offspringof representative animals (e.g.,carabao, fish, butterfly, spider) examines how animals ensure thesurvival of their young Plants- Flowering plants (rice/corn,pechay, mongo)- Non-flowering plants(conebearing, ferns,liverworts)demonstrates understanding ofhow plants reproduce to ensuretheir survivalmakes a flyer on how plants canbe propagated vegetativelywrites an essay on how best topropagate certain kinds of plantsidentifies the parts of floweringand non-flowering plants used forreproductiondescribes the modes ofreproduction in plantsexamines how the modes ofreproduction of certain kinds ofcrops may be used to increaseyieldestuaries and intertidal zones-Plants and animals living inthese ecosystems-Feeding relationships in theseecosystems-Protecting and conservingestuaries-Physical conditions ofecosystems overlap)Ecosystemsdemonstrates understanding ofwrites a report on how estuariesdescribes the physical conditions Interactions Among Livingthe more complex interactionsbenefit nearby communities andof estuaries and intertidal zonesThings in Estuaries andamong living and nonliving thingson how these communities protectillustrates the interactions amongIntertidal Zonesthat take place in larger habitatsand conserve the estuariesliving things and their environmentlike estuaries and intertidal zonesin estuaries and intertidal zones(where land and waterevaluates the importance ofprotecting and conserving theseecosystems to a fishingcommunityK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 27Grade 5 Force and MotionTHIRD QUARTER/THIRD GRADING PERIODContentContent StandardsPerformance StandardsLearning CompetenciesThe LearnerThe LearnerThe LearnerMotion demonstrates understanding of practices time management in describes the motion of an objectmotion in terms of distance androad travelsby tracing and measuring its Measuring time and distancetimechange in position (distanceusing standard unitstravelled) over a period of time uses appropriate measuring toolsand expresses measurementsusing correct standard units Light and Sound, Heat and demonstrates understanding of applies ones knowledge on the discusses why some materials areElectricitythe effects of heat and electricity,effects of heat, electricity, lightgood conductors of heat and- Effects on Peoplelight and sound on people andand sound in daily lifeelectricity- Conductors of Heat andobjects infers how color of an objectElectricityaffects its ability to absorb heat- Preventing harm relates the ability of the material toblock, absorb or transmit light toits use investigates the effects of tension,length and thickness of the stringon the pitch of the soundproduced by a stringed musicalinstrument describes effects of noise andharmonious sound on people Electricity and Magnetism- Circuits demonstrates understanding of a assembles simple electrical constructs a simple circuit to light- Electromagnetssimple DC circuit and thecircuits with cautionup a bulbrelationship between electricity infers the conditions necessary toand magnetism in electromagnetsmake a bulb light up investigates how changing thenumber or type of componentslike battery or bulbs, in a circuitcan make bulbs brighter ordimmerK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 28 infers that electricity can be usedto produce magnets given a set of materials, designsan experiment to determine thefactors that affect the strength ofthe electromagnetGrade 5 Earth and SpaceFOURTH QUARTER/FOURTH GRADING PERIODContentContent StandardsPerformance StandardsLearning CompetenciesSurfaceProcesses that Shape EarthsThe LearnerThe LearnerThe Learner demonstrates understanding of make a simple map of the describes how rocks turn into soil Weatheringprocesses (weathering and soilcommunity showing areas prone investigates extent of soil erosion Soil Erosionerosion) that shape the Earthsto soil erosionin the community and its effectssurface and their effects on living participates in projects that reduceon living things and thethings and the environmentsoil erosion in the communityenvironment communicates the data collectedin the investigation on soil erosion Weather Disturbances- Types of weatherdisturbances- Effects of weatherdisturbances on living thingsand the environment demonstrates understanding ofweather disturbances and theireffects on the environment makes an emergency plan usingweather forecasts and preparesan emergency kit to be used inschool and at home observes the changes in theweather before, during and after atyphoon describes the effects of a typhoonin the community explains the meaning of stormwarning signals The Moon- Phases of the Moon- Beliefs and practices demonstrates understanding ofthe phases of the Moon and thebeliefs and practices associatedwith it conducts a survey on the beliefsand practices of the community inrelation to the phases of the moon infers the pattern in the changes inthe appearance of the Moon relates the cyclical pattern to thelength of a monthsky(constellation)derived from their location in thedirections The Stars demonstrates recognition of the identifies any two constellations identifies star patterns that can be- Patterns of starsconstellations and the informationand relates them to compassseen at particular times of the yearK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 29Grade 6 MatterFIRST QUARTER/FIRST GRADING PERIODContentContent StandardsPerformance StandardsLearning CompetenciesPropertiesThe LearnerThe LearnerThe Learner Mixture and their demonstrates understanding of prepares beneficial and useful investigates the characteristicsCharacteristicsthe characteristics andmixtures such as drinks, food, andand classifications of mixtures- Heterogeneous mixturesclassifications of mixturesherbal medicines(homogeneous, heterogeneous- Colloids(solutions, colloids andand suspension)suspensions) communicates the uses ofdifferent mixtures explains the importance ofcolloids in daily life Separating Mixtures demonstrates understanding of separates desired materials from investigates ways of separatingdifferent ways to separatecommon and local productsmixtures into their individualmixturescomponents reports on the benefits ofseparating mixtures from localand common products in dailyactivitiesGrade 6 Living Things and Their EnvironmentSECOND QUARTER/SECOND GRADING PERIODContentContent StandardsPerformance StandardsLearning CompetenciesHuman Body Systems-Musculoskeletal-Integumentary System-Digestive System-Respiratory System-Circulatory System-Nervous System demonstrates understanding ofhow the organs of the humanbody work together to form organsystems such as themusculoskeletal, integumentary,digestive, circulatory, excretory,respiratory, and nervous systems makes a chart showing healthfulhabits that promote properfunctioning of themusculoskeletal, integumentary,digestive, circulatory, excretory,respiratory, and nervous systemsParts and FunctionsThe LearnerThe LearnerThe Learner explains how the parts of themusculoskeletal, integumentary,digestive, circulatory, excretory,respiratory, and nervous systemswork together reports on the importance ofmaintaining proper bodyfunctioning of these systems Animalsdemonstrates understanding ofmakes an inventory ofexamines characteristics that- Characteristics of vertebratesthe characteristics, classifications,vertebrates and invertebratesdistinguish one group ofand invertebratesimportance, protection andthat are commonly seen in thevertebrates from other groups- Economic importance ofconservation of animalscommunityand which serve as a basis forK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 30vertebrates and invertebratespractices ways of caring andtheir classificationin the communityprotecting animalscompares the structures that- Rare animals in thevertebrates and invertebratescommunityuse to perform a certain function- Protecting and caring for(e.g., vertebrates use theiranimalsmusculoskeletal system -coordinated by the nervoussystem - to move; invertebratesuse an exoskeleton to performthe same function)observes rare animals found inthe community and theirimportancetechniques Plantsdemonstrates understanding ofmakes a multimedia presentationcompares parts of spore-bearing- Parts of spore-bearing andthe parts of spore-bearing andon how parts of the reproductiveplants with cone-bearing plantscone-bearing plantscone-bearing plants and the lifesystem of spore-bearing anddescribes the life cycles of ferns- Life cycles of ferns andcycles of ferns and mossescone-bearing plants ensure theirand mossesmossesdemonstrates understanding thatsurvivalcommunicates propagation- Vegetative plant propagationnew plants may be grown frommakes a flyer on how plants cantechniques that can be used forother plant parts or newbe propagated vegetativelygrowing plantsEcosystemsInteractions Among Living Thingsin Tropical Rainforests, CoralReefs, and Mangrove Swamps Physical conditions of tropicalrainforests, coral reefs andmangrove swamps Plants and animals living inthese ecosystems Feeding relationships in theseecosystems Protecting and conservingtropical forest ecosystemsdemonstrates understanding ofinteractions among componentsof habitats with the highestspecies diversity such as tropicalrainforests, coral reefs, andmangrove swampsforms discussion groups to tackleissues involving protection andconservation of ecosystems thatserve as nurseries, breedingplaces, and habitats foreconomically important plantsand animalsdescribes the physical conditionsof tropical forests, coral reefs, andmangrove swampscommunicates the importance offeeding relationships among livingthings in the ecosystemK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 31Grade 6 Force, Motion and EnergyTHIRD QUARTER/THIRD GRADING PERIODContentContent StandardsPerformance StandardsLearning Competencies-Observable effects ofgravitational and frictionalfrictiondemonstrates understanding ofthe observable effects of-Overcoming gravity andon people and objectsdevices ways on how to overcomethe effects of friction and gravity inforcegravitational and frictional forcesperforming tasks / daily activitiesGravitation and Frictional ForcesThe LearnerThe LearnerThe Learnerinfers that friction and gravity affecthow people and objects move- Simple machinestheir importance in daily lifeactivitiespractices safety in handling toolsor simple machines found inschool, at home and in the Energydemonstrates understanding ofmanipulates simple machines toinfers that energy like sound, heat,- Energy forms andenergy forms and transformations,do certain tasks in daily lifelight and electricity can betransformationkinds of simple machines andactivitiestransformed from one form toanothermanipulates simple machines todescribe their characteristics andcommunityusesdemonstrates practical and safeuse of simple machinesidentifies electrical devices athome and school that convertselectrical energy to light, heat,sound and motionGrade 6 Earth and SpaceFOURTH QUARTER/FOURTH GRADING PERIODContentContent StandardsPerformance StandardsLearning CompetenciesEruptionsEarthquakes and VolcanicThe LearnerThe LearnerThe Learner demonstrates understanding of makes an emergency plan and describes the changes in the Changes on Earths surface asnatural disasters and knowledgeprepares an emergency kit for useEarths surface as a result ofa result of earthquakes and/orof emergency preparednessat home and in schoolearthquakes and volcanicvolcanic eruptionsduring these disasterseruptions Warning signs describes warning signs that a Disaster preparednessvolcano is about to erupt makes informed decisions onwhat to do during and afterearthquakes and volcaniceruptionsK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 32 Weather Patterns in the demonstrates understanding of chooses activities appropriate to collects, reports and interpretsPhilippinesweather patterns, seasons andthe changing seasons and finddata on the weather in a span of a- Weather patternseffects of seasons on livelihoodways to reduce risksschool year- Seasonsand health of people in the describes the seasons in the- Effects of seasons oncommunityPhilippines and their effects onlivelihood and health oflivelihood and health of the peoplepeople in the communityin the community Motions of the Earth demonstrates understanding of uses models to demonstrate relates the rotation and revolution- Rotationthe motions of the Earth and itsrotation and revolution of theof Earth to the occurrence of day- RevolutioneffectsEarth to explain naturaland night, apparent movement of- Effects of Earths motionsphenomenaSun, Moon and stars, and thelengths of a day and a yeardistance from the Sun)- Model of the solar systemfeatures, size and relativeplanets in the solar system The Solar System demonstrates understanding of discusses the characteristics of compares the eight planets of our- Planets (e.g., surfacethe physical characteristics ofEarth that support lifesolar system constructs models of the solarsystem that show the relativesizes of each planet and therelative distances between theplanetsGrade 7 MatterFIRST QUARTER/FIRST GRADING PERIODContentContent StandardsPerformance StandardsLearning Competenciesknowledge and solvingproblemsDoing Scientific InvestigationsThe LearnerThe LearnerThe Learner Ways of acquiring knowledge and demonstrates understanding of conducts simple investigations describes what is meant bysolving problemsscientific ways of acquiringthrough the inquiry approachfair testusing local available materials describes the components ofan investigation such asresearch problem, hypothesis,method for testing hypothesisand conclusions based onevidence Diversity of Materials in theK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 33Environment- Solutions demonstrates understanding of prepares different investigates properties ofsome important properties ofconcentrations of mixturesunsaturated or saturatedsolutionsaccording to uses andsolutionsavailability of materials investigates howfast solidsdissolve in waterwhich distinguish them fromconcentrations using availablemixturesmaterials in the community forspecific purposes- Substances and Mixtures demonstrates understanding of investigates the properties of recognizes that a substance hasthe properties of substancesmixtures of varyinga unique set of propertiestheir names, symbols and uses- Elements and Compounds demonstrates understanding of makes a chart, poster, or recognizes that substances areclassifying substances asmultimedia presentation ofclassified into elements andelements or compoundscommon elements showingcompoundsof handling acids and basesusing protective clothing andsafety gears- Acids and Bases demonstrates understanding of interprets properly product investigates properties of acidiccommon properties of acidiclabels of acidic and basicand basicmixtures usingnaturaland basic mixturesmixture and practices safe waysindicatorsindustry- Metals and Non-metals demonstrates understanding makes a chart, poster, or describes some properties ofproperties of metals andmultimedia presentation ofmetals and nonmetals such asnonmetalsmetals and nonmetalsluster, malleability, ductility, andcommonly used at home andconductivityGrade 7 Living Things and Their EnvironmentSECOND QUARTER/SECOND GRADING PERIODContentContent StandardsPerformance StandardsLearning CompetenciesParts and FunctionsThe LearnerThe LearnerThe Learner Levels of Organization demonstrates understanding of employs appropriate differentiates organ systems, Microscopythe different levels oftechniques using standard toolsorgans, tissues, cells from each Animal and plant cellsorganization in an organismor equipment to gather dataother Fungi, protists, and bacteria demonstrates understandingabout very small objects identifies common diseasesthat aside from plants and makes a multimediathat affect the major organs ofK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 34animals, there are other muchpresentation showing howthe body and their treatmentsmaller organisms that can onlyorgan systems interact with identifies parts of thebe seen through theeach other to carry outmicroscope and their functionsmicroscope many of whichessential processes of the body differentiates plant and animalconsist of only one cellcells according to presence or demonstrates understanding ofabsence of certain organellesthe levels of organization describes the structures ofbeyond the organism such asmicroorganisms using apopulations, communities, andmicroscopeecosystems identifies beneficial and harmfulmicroorganisms explains why the cell isconsidered the basic structuraland functional unit of allorganismsHeredity: Inheritance and VariationAsexual reproduction-Offspring that result from asexualreproduction are genetically identicalSexual reproduction-Union of egg cell and sperm cellduring fertilization-Offspring that result from sexualreproduction are similar to theparents but not identical demonstrates understandingthat reproduction can beasexual or sexualconducts an interview withfarmers on the kinds of plantsthat are best propagated compares asexual and sexualreproduction describes the process ofto the parentsasexuallyfertilization differentiates offspring resultingfrom asexual reproduction withthat from sexual reproductionin terms of similarities toparentsEcosystems Components of an ecosystem: biotic andabiotic Ecological relationships-Producers and consumers-Symbiotic relationships: parasitism,mutualism-Non-symbiotic relationships: demonstrates understandingthat organisms interact witheach other and with theirenvironment to survive initiates and/or participates inactivities that protect andpreserve ecosystems in thelocality identifies which of the thingsfound in the environment arebiotic or abiotic describes the differentecological relationships found inan ecosystem describes how energy istransformed through theK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 35competition, predation-Transfer of energy through trophiclevelsfeeding relationships predicts the effect of changes inone population on otherpopulations in the ecosystem predicts the effect of changes inabiotic factors on theecosystem explains the importance ofindividual and collective actionson protecting and preservingecosystemsGrade 7 Force, Motion and EnergyTHIRD QUARTER/THIRD GRADING PERIODContentContent StandardsPerformance StandardsLearning CompetenciesMotion in One DimensionThe LearnerThe LearnerThe Learner Motions of Objects in terms of demonstrates understanding advocates road safety focusing describes the motion of andisplacement, speed or velocity andof motion in one- dimensionon the dangers ofobject in terms of distance oraccelerationoverspeeding, sudden stoppingdisplacement, speed or Motion Detectorsand tailgatingvelocity, and acceleration differentiates quantities (in discusses how motionterms of magnitude anddetectors are used in detectingdirection) using the concepts ofoverspeeding vehiclesdistance vs displacement andspeed vs velocity creates and interprets visualrepresentation of the motion ofobjects such as tape charts andmotion graphs Waves-Transverse vs. Longitudinal Waves-Mechanical vs. electromagneticwaves-Characteristics of waves demonstrates understandingof waves as a carriers ofenergy develop awareness of thepotential risks brought about bybig waves like tsunamis infers that energy, like lightand sound, travels in the formof waves explains how waves carryenergy from one place toanother distinguishes betweentransverse and longitudinalwaves and mechanical andK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 36electromagnetic waves use a model to demonstratethe relationship amongfrequency, amplitude,wavelength, and wave velocity Sound- Characteristics of sound demonstrates understanding creates harmonious music uses the concepts ofof the characteristics of soundusing indigenous productswavelength, velocity, andsuch as pitch and loudnessamplitude to describecharacteristics of sound suchas pitch, loudness and quality demonstrates changes in pitchand loudness using real orimprovised musical instrumentthrough fair testing explains sound production inthe human voice box and howpitch, loudness and quality ofsound vary from one person toanother describes how organismsproduce, transmit and receivesound of various frequencies(infrasonic, audible andultrasonic sound)-Characteristics of Lightof the characteristics of light:intensity or brightness anddoing various activities likereading and road travel Light demonstrates understanding chooses proper lighting in relates characteristics of lightsuch as color and intensity tofrequency and wavelengthcolor designs and implements anexperiment that shows thatlight travels in a straight line investigates the relationshipbetween light intensity and thedistance from a light sourcethrough fair testing Heat demonstrates understanding chooses right materials for a infers the conditions necessaryK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 37- Heat Transferof the different modes of heatparticular purpose for cooking,for heat transfer to occurtransfer: conduction,food storage, and building explains different modes ofconvection, radiationhomesheat transfer in terms of themovement of particles identifies good and poorconductors of heat anddescribe their specific uses Electricity demonstrates understanding protects oneself during differentiates the three types of- Chargesof charges and the differentthunderstormcharges- Charging processescharging processes demonstrates the differenttypes of charging processes explains the importance ofearthing or grounding describes how a lightning rodworksGrade 7 Earth and SpaceFOURTH QUARTER/FOURTH GRADING PERIODContentContent StandardsPerformance StandardsLearning CompetenciesThe Philippine EnvironmentThe LearnerThe LearnerThe Learner Location of the Philippines using a demonstrates understanding of practices conservation and demonstrates how places oncoordinate systemthe characteristics of theprotection of resources (soil,Earth may be located using a Location of the Philippines withPhilippine environment and itswater, rocks and minerals,coordinate systemrespect to landmasses and bodies ofnatural resources, including thefossil fuels) in the community describes the location of thewaterways by which these resourcesPhilippines with respect to the Protection and conservation ofare conserved and protectedcontinents and oceans of thenatural resourcesworld recognizes that soil, water,rocks, coal, and other fossilfuels are Earth materials recognizes that Earth materialsprovide many of our resources describes ways of using Earth'sresources wisely Interactions in the Atmosphere demonstrates understanding plans for extreme weather describes the different layersK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 38- Greenhouse effect/global warmingof the different phenomenaconditions such as torrentialof the atmosphere- Land and sea breezesthatrains during monsoons illustrates how some human- Monsoonsoccur in the atmosphere and participate in projects that willactivities affect the- Intertropical convergence zonehow they affect humanreduce buildup of greenhousesatmosphereactivitiesgases explains how energy from thesun enters the atmosphere accounts for the occurrence ofland and sea breezes, andmonsoons explains the occurrence of theintertropical convergence zone(ITCZ) describes the effects of certainweather systems in thePhilippines Seasons in the Philippines demonstrates understanding plans activities appropriate to using models, relates:- Relation of seasons to the position ofof the relationship of thethe seasons in the Philippines- the tilt of the Earth to thethe Sun in the skyseasons and the position oflength of daytime- Causes of seasons in the Philippinesthe Sun in the sky- the length of daytime to theamount of energy received- the position of the Earth in itsorbit to the height of the Sunin the sky- the height of the Sun in thesky to the amount of energyreceived- the latitude of an area to theamount of energy the areareceives shows what causes theseasons in the Philippines tochange using models Eclipses demonstrates understanding discusses whether or not communicates how solar and- Solar eclipseof the occurrence of eclipsesbeliefs and practices aboutlunar eclipses occur- Lunar Eclipseeclipses have scientific basis collects, records and reportsdata on the beliefs andpractices of the community inrelation to eclipsesK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 39Grade 8 Force, Motion and EnergyFIRST QUARTER/FIRST GRADING PERIODContentContent StandardsPerformance StandardsLearning CompetenciesThe LearnerThe LearnerThe Learner Laws of Motion Demonstrates understanding develops a written plan and investigates the relationship of- Law of Inertiaof the Newtons three laws ofimplement a Newtonsthe amount of force applied- Law of Accelerationmotion and uniform circularOlympicsand the mass of the object to- Law of Interactionmotionthe amount of change in theobjects motion infers that when a body exertsa force on another an equalamount of force is exertedback on it demonstrates how a bodyresponds to changes in motion relates the laws of motion tobodies in uniform circularmotion infers that circular motionrequires the application ofconstant force directed towardthe center of the circle Work Power and Energy demonstrates understanding proposes ways to increase the differentiates laymans- Laymans definition of work vs.of work using constant force,amount of work done in adefinition of work frommechanical workpower, gravitational potentialcertain periodmechanical work- Situations where work is done andenergy, kinetic energy, and describes how work is relatedwhere work is not doneelastic potential energyto power and energy differentiates potential andkinetic energy relates speed and position ofobject to the amount of energypossessed by a body Sound demonstrates understanding discusses technologies that compares the speed of soundK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 40of the propagation of soundmake use of sound wavesthrough solids, liquids andthrough solid, liquid, and gas(e.g. sonar)gases infers how the movement ofparticles of an object affectsthe speed of sound through it investigates the effect oftemperature to speed of soundthrough fair testing Light demonstrates understanding discusses about phenomena demonstrates the existence ofof some properties andsuch as blue sky, rainbow, redthe color components of visiblecharacteristics of visible lightsunset using the concept oflight using a prism orwavelength and frequency ofdiffraction gratingvisible light explains the hierarchy ofcolors in relation to energy explains that red is bent theleast and violet is bent themost according to theirwavelengths or frequencies Heat demonstrates understanding constructs a model to differentiates between heatof heat and temperature anddemonstrate the high heatand temperature at thethe effects of heat to a bodycapacity of water ( e.g.molecular levelballoons filled with water do cites examples in real life andnot burn easily when placedindustries that apply expansionover the flame)of materials (e.g. expansion discusses the importance ofslots of bridges)water as a cooling agent investigates the relationship ofbecause of its high specificthe amount of heat transferredheat capacitybetween bodies of varyingtemperature to temperaturedifference, heat capacity andmass using fair testing Electricity demonstrates understanding practices safety in handling infers the relationship betweenof current- voltage-resistanceelectrical devicescurrent and chargerelationship, electric power, creates models or citeselectric energy, and homeanalogies for electrical charge,circuitrycurrent, voltage, power andresistance investigates the effect of usingK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 41one or two batteries to variousways of connecting two lightbulbs (series and parallelconnections) explains the advantage ofparallel wiring in homes differentiates electrical powerand electrical energy compares power rating andenergy consumption of variouselectrical appliances explains the functions of circuitbreakers, fuses, earthing,double insulation and othersafety devices in the homeGrade 8 Earth and SpaceSECOND QUARTER/ SECOND GRADING PERIODContentContent StandardsPerformance StandardsLearning CompetenciesThe LearnerThe LearnerThe Learner Earthquakes and Faults demonstrates understanding of participates in making decisions describes what a fault is- Active and inactive faultsthe relationship between faultson where to build structures using models or illustrations,- How movements along faultsand earthquakesbased on knowledge of theexplains how movements alonggenerate earthquakeslocation of active faults in thefaults generate earthquakes- How earthquakes generate tsunamiscommunity differentiates the epicenter of- Earthquake focus and epicenter makes an emergency plan andan earthquake from its focus- Earthquake intensity and magnitudeprepares an emergency kit for differentiates the intensity of an- Earthquake preparednessuse at home and in schoolearthquake from its magnitude- How earthquake waves provide identifies faults in theinformation about the interior of thecommunityEarth differentiates between activeand inactive faults demonstrates how underwaterearthquakes generate tsunamis explains how earthquakewaves provide informationabout the interior of the earth Understanding Typhoons demonstrates understanding of demonstrates precautionary explains how typhoons developK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 42lessen the risks brought bytyphoons- How typhoons developformation of typhoons and theirmeasures before, during, and infers why the Philippines is- Why the Philippines is prone tomovement within the Philippineafter a typhoon, includingprone to typhoonstyphoonsArea of Responsibilityfollowing advisories, storm explains how landforms and- How landforms and bodies of watersignals, and calls forbodies of water affect typhoonsaffect typhoonsevacuation given by traces the path of typhoons that- Philippine Area of Responsibilityresponsible governmententer the Philippine Area ofagenciesResponsibility (PAR) using a participates in activities thatmap and tracking data Other members of the Solar System demonstrates understanding discusses whether or not compares and contrasts- Cometsof the characteristics ofbeliefs and practices aboutcomets, meteors, and asteroids- Meteorscomets, meteors and asteroidscomets and meteors have predicts the appearance of- Asteroidsscientific basiscomets based on recorded dataof previous appearances explains the regular occurrenceof meteor showersGrade 8 MatterTHIRD QUARTER/THIRD GRADING PERIODContentContent StandardsPerformance StandardsLearning CompetenciesThe LearnerThe LearnerThe Learner Particle Nature of Matter demonstrates understanding makes a chart, poster, or explains the properties ofof the particle nature of mattermultimedia presentation ofsolids, liquids and gases- Elements, Compounds and Mixturesas basis for explainingelements and compounds thatbased on the particle nature of- Atoms and Moleculesproperties, physical changes,are essential to livingmatterand structure of substancesorganisms explains physical changes inand mixtures traces how water behaves interms of the arrangement andits different states based onmotion of atoms andthe arrangement of its particlesmolecules Atomic Structure- Electronsstructureevolved demonstrates understanding makes a chart, timeline, or determines the number of- Protonsof the identity of a substancemultimedia presentation ofprotons, neutrons and- Neutronsaccording to its atomichow the different models haveelectrons in a particular atom Periodic Table (PT) of Elements demonstrates understanding creates a poster on thetraces the development of theK to 12 ScienceK to 12Curriculum Guide Science version April 25, 2013Page 43of the periodic table of elementessential elements needed byperiodic table from observations- Development of the PTas an organizing tool tothe human body indicatingbased on similarities in- Arrangement of elementsdetermine the chemicaltheir sources, roles andproperties of elements- Reactive and non-reactive metalsproperties of elementsfunctions, required levels on auses the periodic table todaily basis, and the effectspredict the chemical behavior ofwhen taken in excessan elementGrade 8 Living Things and Their EnvironmentFOURTH QUARTER/ FOURTH GRADING PERIODContentContent StandardsPerformance StandardsLearning CompetenciesDigestive Systeminteraction with organs of the respiratoryand circulatory systems Changes in food as it undergoes physicaland chemical digestion Diseases resulting from nutrient deficiencyand ingestion of harmful substances Prevention, detection, and treatment ofdiseases of the digestive system Contemporary health issues that promoteproper nutrition and overall wellnesssystem and their functions iningestion, absorption,assimilation, and excretion demonstrates understandingof the interaction amongorgans of the digestive,circulatory, and respiratorysystems in providing the bodywith nutrients for energy demonstrates understandinghealth workers on practicesthat promote proper care forthe organs of the digestivesystemStructures and Functions: Focus on theThe LearnerThe LearnerThe Learner demonstrates understanding conducts an interview with thedescribes the coordinated Organs of the digestive system and theirof the organs of the digestiveschool nurse or the localfunctions of the organs of thedigestive systemtraces the path of food as it isbeing digestedexplains how enzymes help indigesting foodexplains how digested food isabsorbed through the villi and